Evaluation of knowledge transfer in an immersive virtual learning environment for the transportation community.

Details

• Creators:
  Coco, Mary Leah ; Cavin, Glynn W.
• Corporate Creators:
  Louisiana Transportation Research Center
• Corporate Contributors:
  United States. Federal Highway Administration
• Subject/TRT Terms:
  • Learning
  • Virtual reality
  • Work zones
  • Flaggers
  • Work zone safety
  • Traffic safety education
  • Training programs
• Publication/ Report Number:
  FHWA/LA.13/502
• Resource Type:
  Tech Report
• Geographical Coverage:
  Louisiana
• Corporate Publisher:
  Louisiana. Dept. of Transportation and Development
• Abstract:
  Immersive Virtual Learning Environments (IVLEs) are extensively used in training, but few rigorous scientific investigations regarding the ; transfer of learning have been conducted. Measurement of learning transfer through evaluative methods is key for determining the likelihood ; of equivalent performance post-training intervention. Research has shown that immersive virtual learning environments are advantageous ; for training psychomotor activities and spatial activities, but it is unclear whether these environments are beneficial for memorizing a ; procedure. More important than the IVLE technology is the ability of IVLEs to provide higher critical thinking to learners. IVLEs are often ; implemented through the use of game-based technology, which is argued to hold the promise for fostering critical thinking skills and other ; 21st century skills. ; The role of a highway flagman is one that involves high-order problem solving and decision making skills due to variables, such as weather ; conditions, traffic complexity, multifaceted geographic settings, and multiple lane intersections, that impact a flagman’s final decisions ; regarding construction and/or maintenance work zone design and implementation. For this reason, it is critical for flaggers to receive highly ; transferable training so they can perform to the best of their ability. This research tested the use of an IVLE simulating real-world highway ; work zones. IVLEs go beyond traditional visual learning by presenting images that combine a new form of visual learning and virtual-experiential learning in a way that is more congruent with an individual’s visual images stored in memory, thus improving knowledge ; transfer and retention. The visual cues that the learner experiences in the virtual world are so similar to the visual cues in the real world that ; recall of virtual world lessons stored in memory are triggered by the same cues in the real world. Additionally, the student can experiment, ; make mistakes, and repeat the activity as often as necessary, achieving a virtual-experiential understanding of the concept that can only be ; duplicated in real-world experiential learning, which is often not practical. Such immersive engagement in the learning activity will allow the ; learners to move beyond the memorization of the presented concepts and into the application and synthesis of the material.
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• Format:
  PDF
• Funding:
  LTRC Project Number: 10-1SS ; State Project Number: 701-65-1402
• Download URL:
  https://rosap.ntl.bts.gov/view/dot/22308/dot_22308_DS1.pdf
• File Type:
  [PDF - 601.19 KB]
• Collection(s):
  US Transportation Collection
• Main Document Checksum:
  urn:sha-512:36f91dbe72401d507eb644fffc02ca9ef35449a0c36e7e038700063fffffae470a2373f3ce3c23f2774ea88b0e4f217ecb4f88116a1b9b9d1d71c7e3843dd7bb